The document discusses performance-based assessments which evaluate students based on what they know and can do through observation of tasks, activities, and problem solving. It provides examples of rubrics which are scoring methods that list criteria and quality levels for evaluating student work and presentations. The document also provides tips for designing effective rubrics to assess student performance.

1. PERFORMAN
CE-BASED
TEST

2. PERFORMANCE-BASED
ASSESSMENT
Believe that the best way to gauge a student or pupil competency in a
certain task is through observation.
It is designed to assess students on what they know, what they are able
to do and the learning strategies they employ in the process of
demonstrating it.

3. Performance-Based
Test
There are many testing procedures that are classified
as performance-based tests.
• Require students to perform task or activity perhaps.
• Solve complex problem.

4. Performance
Tasks
• Students are required to draw on the knowledge and skills they possess and to
reflect upon them for use in the
particular task at hand.
• They are required to work on their projects that yield a definite output or product,
or perhaps, a following process
which tests their approach to solving a problem.

5. As in any other test, the tasks need to be consistent with the intended
outcomes of the curriculum and the objectives of the instruction; and must
require students to manifest.
a. What they know
b. The process by which they came to know it.

6. Rubrics and
Exemplars

7. Rubrics is a scoring method that lists the
criteria for a piece of work, or what
counts. It also articulates gradations of
quality for each criterion from excellent
to poor.

8. Perkins et al (1994) provide an example of
rubrics scoring for student inventions and
the lists criteria and gradation of equally
for verbal, written, or graphic reports on
student, inventions.

9. Rubric for an Invention Report
Purposes
The report explains
the key purposes of
the invention and
points out less
obvious ones as
well.
The report explains
all the key purposes
of the invention.
The report explains
some of the
purposes of the
invention but
misses key
purposes.
The report does not
refer to the
purposes of the
invention.
Features
The report details
both key and
hidden features of
the invention and
explains how they
serve several
purposes.
The report details
the key features of
the invention and
the purposes they
serve.
The report neglects
some features of the
invention or the
purposes they serve.
The report does not
detail the features
of the invention or
the purposes they
serve.
Criteria Quality
(3 Most acceptable (2) Acceptable (1) Less acceptable (0) not acceptable

10. Critique
The report
discusses the
strengths and
weaknesses of the
invention, and
suggests ways in
which it can be
improved.
The report
discusses the
strengths and
weaknesses of the
invention.
The report either
strengths or
weaknesses of the
invention but not
both.
The report does not
mention the
strengths of the
weaknesses of the
invention.
Connections
The report makes
appropriate
connections between
the purposes and
features of the
invention and many
different kinds of
phenomena.
The report makes
appropriate
connections between
the purposes and
features of the
invention and one or
two phenomena.
The report makes
unclear or
inappropriate
connections
between the
invention and other
phenomena.
The report makes
no connections
between the
inventions and
other things.
SUB-TOTALS

11. Reasons for the seeming
popularity of scoring rubrics
in the Philippines
Useful for both
teaching and
evaluation of
learning
outcomes.
Allow students to
acquire wisdom in
judging and
evaluating the
quality of their
work.
Are efficient and
tend to require less
time for the
teachers in
evaluating student
performance.

12. CREATI
NG
RUBRIC
S

13. 1. SURVEY MODELS
Show students examples of good and
not-so-good work. Identify the
characteristics that make the good ones
good and the bad ones bad.

14. 2. Define criteria
From the discussions of the models,
identify the
qualities that define good work.

15. 3.
Agree on the
levels of quality
Describe the best answer and worst levels of
quality, then fill in the middle levels based
on your knowledge of common problem
the discussion of not-so-good work.

16. 4.
Using the agreed criteria and levels of quality,
evaluate the models presented in step 1 together
with the student.
Practice on models

17. 5.
Give students their task. As they work, stop
them occasionally for self-and peer-assessment.
Use self-and peer
assessment

18. 6.
Give students their time to revise their work and
based on the feedback they get in step 5.
Revise

19. 7.
Use the same rubric students used to
asses their work yourself.
Use teacher assessment

20. The table shows an example of a teacher- made rubric prepared to
assess the videotaped: Reading Rainbow-style
Book talks.
Criteria Quality
Did I get my
audience’s attention?
Create beginning Boring beginning No beginning
Did I tell what kind of
book?
Tells exactly what type
of book it is
Not sure, not clear Didn’t mention it
Did I tell something
about the main
character?
Included facts about
character
Slid over character Did not tell anything
about the main
character
Did I mention the
setting?
Tells when and where
the story takes place
Not sure, not clear Didn’t mention the
setting

21. Criteria Quality
Did I tell one interesting part?
Made it sound
interesting-I want to
buy it!
Told part and
skipped on to
something else
Forgot to do it
Did I tell who might like this
book?
Did tell Skipped over it Forgot to tell
How did I look?
Hair combed, neat ,
clean clothes,
smiled, looked-up
happy
Lazy look
Just-got-out of bed
look, head down
How did I sound?
Clear, strong,
cheerful voice No expression in
voice
Difficult to
understand_6inch
voice or screeching

22. Tips in designing Rubrics
• Avoid vague terms
• Use words that can convey ideas
And can readily observed

23. Criterion Quality
Gains attention
of audience.
Gives details or
an amusing fact,
a series of
questions, a short
demonstration, a
colorful visual or
personal reason
why they picked
this topic.
Does a two
sentence
introduction,
then then starts
speech.
Gives a one
sentence
introduction,
then starts
speech
Does not attempt
to gain attention
of audience, just
starts speech.
Rubric for an Oral Presentation

24. Gives enough
details.
Yes, I put in
enough
details to give
the reader a
sense of time,
place, and
events.
Yes, I put
some details
but some key
details are
missing.
No, I didn’t
put in enough
details, but I
did include a
few.
No, I had
almost no
details.
Criterion Quality
Rubric for evaluating Scrapbook

25. Well designed rubrics include:
• Performance dimension that are critical to successful task
completion;
• Reflects all important outcomes of the performance task.
• A rating scale that provides a usable, easily-interpreted score;
• Reflect concrete references, in clear language understandable to
students, parent and other teacher.

26. AUTOMATING
PERFORMANCE
BASED TEST.

27. The following should kept in mind as we design a
performance based test.
• Each performance task is used in the test should be clearly defined.
• A user need not always end up accomplishing the task;
• Having defined the possible strategies, the process and milestones
• Every aspect of the problem-solving has to lead a set of changes.

28. Submitted By: Group
4.
Submitted To:
Prof. Genalyn L. Baranda

29. Members:
Michelle Zonio
Ma. Mae Paz
Ma. Luz Lago
Ma. Kia Joy Madrelino
Julimar Meteoro
Queenie Cusay
Analyn Liba
Lyza Balbino
Lovely